Systemic racism in America: sociological theory, education inequality, and social change
            <b>Systemic racism in America: sociological theory, education inequality, and social change</b>
            , edited by Rashawn Ray and Hoda Mahmoudi, New York, Routledge, 2022, 247 pp., £27.99 (ebook) £96.00 (hardback), ISBN 9781032124940

Pratama, Andika

doi:10.1080/01419870.2023.2167732

Cited by 1 publication

(1 citation statement)

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“…Failure to address evaded racism may allow for deficit‐based thinking to define groups that have been historically marginalized. The U.S. educational system has been and continues to be deeply shaped by racism (Carter et al, 2017; Lewis, 2003; Lewis & Diamond, 2015; Ray & Mahmoudi, 2022). Thus, researchers should be more vigilant in identifying where racism may impact the phenomenon or findings of their study.…”

Section: Discussionmentioning

confidence: 99%

From noise to knowledge: Improving evidentiary standards for program efficacy to better inform public policy and management decisions

Newcomer,

Hall,

Pandey

et al. 2023

Public Administration Review

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Current approaches employed by U.S.‐based clearinghouses to rate the efficacy of interventions to address social problems typically do not result in sufficient information to help practitioners. Current standards of evidence employed across the United States apply a positivist notion of validity with quantitative research criteria that discourage answering important how and why questions, explicitly privilege quantitative/RCT evidence, offer few contextual insights, and rarely discuss disparities in outcomes across participants differing by race, gender, and ethnicity. We offer a set of standards of evidence to assess qualitative and mixed methods studies, as well as RCTs and quasi‐experimental designs, and probe the extent to which the studies address context and equity. We applied our proposed new standards of evidence to all intervention studies rated as the highest quality by the What Works Clearinghouse (WWC) sponsored by the U.S. Department of Education from 2017 to 2021 to demonstrate the usefulness of our standards.

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Section: Discussionmentioning

confidence: 99%